Little Beaver Childcare Limited

Little Beaver Childcare Ltd Inspection report for early years provision

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EY270736 Unique Reference Number 24 July 2007 Inspection date Tara Street Inspector

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St Marys Hall, St. Marys Road, Glossop, Derbyshire, SK13 8DN Setting Address

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01457 869962 Telephone number little_beaver@hotmail.com E-mail Little Beaver Childcare Ltd Registered person Integrated Type of inspection Full day care Type of care

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This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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ABOUT THIS INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.

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The key inspection judgements and what they mean

Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough

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The key inspection judgements and what they mean

For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

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WHAT SORT OF SETTING IS IT?

Little Beaver Childcare Limited opened in 1989. The nursery operates from a large room within ex-school premises close to Glossop town centre. The associated out of school and holiday club is accommodated in a larger hall within the same building. A maximum of 37 children may attend the nursery at any one time, and the out of school club may have a further 40 children up to the age of eight. The nursery is open Monday to Friday throughout the year except bank holidays from 07:30 to 18:00 and serves mostly local families. Children attend for a variety of sessions. All children share access to a secure enclosed outdoor play area.

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WHAT SORT OF SETTING IS IT?

There are currently 52 children aged from three months to under five years on roll. Of these, 14 children receive funding for early education. The nursery supports children with learning difficulties and/or disabilities.

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WHAT SORT OF SETTING IS IT?

The nursery employs thirteen members of staff. Of these, twelve hold relevant qualifications. The setting encourages student placements and is supported by Derbyshire's Early Years Development and Childcare Partnership.

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WHAT SORT OF SETTING IS IT?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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Helping children to be healthy

The provision is good. Children's health is well promoted in the nursery. They learn about the importance of good personal hygiene through daily routines such as washing their hands before eating and blowing their own noses and disposing of the tissue hygienically. They are well protected from the risk of cross-infection as staff follow clear procedures for ensuring all areas are clean and that food is appropriately prepared and served. Children are further protected as there is a clear sickness policy which offers parents information about exclusion periods for children who are unwell, ensuring children are not placed at risk of infection and illness. Staff deal with any minor accidents to children sensitively and caringly, ensuring that they receive appropriate treatment. Clear records are made and shared promptly with parents so providing consistency of care. Written permission for seeking treatment in an emergency also supports children's welfare.

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Helping children to be healthy

Children are provided with a healthy and nutritious variety of snacks. Children sit in small family groups with staff at snack and meal times, making it a pleasant and social occasion. They are provided with foods such as fresh fruit, toast and a wide range of cooked meals, that encourages them to try different tastes. Babies and children are encouraged and supported to be independent at meal times because staff provide a range of age and stage appropriate utensils. They confidently choose their own drinks and collect cups and cutlery before sitting down to eat. Drinks of water, milk and juice are provided at meal times and children are able to access fresh drinking water throughout each session. Staff actively seek information about any individual dietary needs and ensure any food or drink provided is suitable for the children.

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Helping children to be healthy

Children are developing a good awareness of healthy lifestyles and physical fitness. They experience a full range of regular activities both inside and outside. They confidently use a variety of equipment for climbing and balancing, as well as wheeled vehicles and ball games. Some children push dolls in pushchairs and carefully negotiate pathways around tables and activities. The indoor area is well used to allow children opportunities to sing, dance, move to music and engage in group activities, such as parachute games to develop locomotion and balance skills. Babies are encouraged to move around the play room, which offers sufficient space and furniture for them to pull themselves upon, increasing their mobility skills. Staff make good use of the local area to take children on walks to see the local wildlife which helps to raise their awareness of the local surroundings and providing them with the opportunity to

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Helping children to be healthy

explore their environment. During the summer months, children enjoy time outdoors and benefit from the fresh air. Staff take out a range of activities, for example, they take the tables outside and set up activities such as construction and sand and water trays.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children are welcomed into a bright and friendly setting. They are greeted warmly by staff, which helps them to settle quickly. They move safely around well-organised rooms that are appropriately furnished to enable them to play, rest and eat in a comfortable environment. Babies enjoy a spacious room with appropriate flooring to encourage their developing mobility. The building is secure and all visitors are required to sign in, effectively supporting children's welfare. Children experience good levels of supervision, and clear systems are in place to support children's safety on an ongoing basis within the setting because staff complete daily checks of all areas when setting up at the beginning of the day. However, there are some issues relating

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Protecting children from harm or neglect and helping them stay safe

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 to the outside play area, potentially compromising children's safety. A clear policy and procedure for lost or uncollected children is in place and understood by all staff.

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Protecting children from harm or neglect and helping them stay safe

Children's independence is effectively promoted with regard to making choices. Activities are well set out to allow them to move freely and safely access a range of interesting and stimulating play materials and resources. For example, many activities are set out at floor level, particularly baby activities, enabling children of all ages to gain decision making skills. Their sense of belonging is promoted well because art work is highly valued by staff and displayed attractively around the room such as a 3D 'Three little pigs' display and self-portraits. Each child has their own coat peg and confidently use photographs and name cards to find their seat at snack time. Children demonstrate a good understanding of keeping themselves safe and this is effectively supported by staff who remind children of safe play. For example, children independently wipe down wet outdoor toys before using them and staff remind children to use scissors safely.

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Protecting children from harm or neglect and helping them stay safe

Children's welfare is safeguarded as staff have a sound knowledge and understanding of their responsibilities with regard to child protection procedures. All members of staff have attended appropriate training and are fully aware of the Local safeguarding Children's Board. The written statement relating to the child protection policies and procedures is made available for parents.

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Helping children achieve well and enjoy what they do

The provision is good. Children are very happy and settled within the environment. The interaction between staff and children is excellent, ensuring that warm trusting relationships are developed. Staff spend most of their time playing with the children, giving lots of reassuring cuddles and encouraging them to explore their environment. Babies delight in playful interactions with staff and smile broadly as they play with musical toys and books. The children are confident and keen to access the range of play activities on offer such as puzzles, construction, drawing with crayons and playing with a farm set. Children freely move from one area to another and are spontaneous in their play and interactions with other children and adults. The setting incorporates the use of the 'Birth to three matters' framework within their planning and as a result, staff have a very good understanding of what younger children are expected to learn through their play. However,

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Helping children achieve well and enjoy what they do

the baby room does not currently follow the same system and although staff have a clear awareness of the learning objectives for the day there is no clear planning of specific activities to ensure babies' needs are fully met. The provision has already identified this and are planning to develop the practice in this area. Regular assessments of children's progress are carried out and next steps are identified, however, these are not carried through to their individual records. Staff participate in children's play and learning and their comments are listened to and valued. They encourage children to be confident, independent and develop their self-esteem. Children take turns to play on ride on bikes, enthusiastically help to put away toys and join in with group activities and singing time.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Staff plan a balanced curriculum using long, medium and short term planning. A topic based theme is covered each term, providing suitable activities, incorporating all the early learning goals equally. There is a good balance of adult led and free choice activities enabling the children to learn through play. Staff have a good understanding of the stepping stones and support the children's progress and development well. They use open questions, encouraging the children to think for themselves. Assessments are carried out regularly through planned focused activities and children's progress and next

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Helping children achieve well and enjoy what they do

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 steps in learning are identified. However, this information is not transferred to children's individual assessment records and development sheets are not dated to show when stepping stones are achieved, potentially impacting on children's learning and development.

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Helping children achieve well and enjoy what they do

Children are very responsive and are able to reason, readily question and have a positive approach to new experiences. They are enjoying a wide range of resources and equipment to develop their interests and play well alongside each other. They are confident and eagerly get involved in the activities on offer. Children concentrate well at individual activities, such as making 3D models of their homes and within group games. Children behave very well throughout the session, showing a caring attitude towards others as they invite them to join in with their play. Children speak confidently to peers and adults. They express their ideas and experiences well using good vocabulary and talk happily about their home life and family. For example, children discuss what they did over the weekend and what the weather was like. Children can recognise and write their own names such as finding their name cards at snack time. They eagerly use

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Helping children achieve well and enjoy what they do

magnetic letters to spell out their name, discuss capital and lower case letters and confidently link sounds and letters together. They are developing their mark making skills through a wide range of resources which they have independent access to. For example, children successfully use chalks, boards and erasers to draw pictures, developing their pencil control and hand eye co-ordination skills.

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Helping children achieve well and enjoy what they do

Through a variety of planned activities children use and are beginning to understand a range of mathematical concepts such as discussing heavy, light, full, empty, more and less when playing in the water tray. Children enjoy counting how many bricks they have used when building a tower, confidently counting from one to thirty, developing their understanding of sequence. Construction activities are planned in which children are able to sort different sized and shaped blocks and use their imagination to build objects. Children are beginning to develop a sense of the wider world as they examine a range of objects and materials. They help to plant and tend flowers in outside containers and are enthusiastic when helping to water them. For example, staff have to remind them to "Water the plants not themselves". They learn how to use simple equipment on the computer and more able children can complete programs independently.

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Helping children achieve well and enjoy what they do

Children’s creative and imaginative development is encouraged through activities such as art and craft, painting, listening to and playing music, singing, dancing and dressing up. Their imagination is further promoted as they use the role play area, which is changed regularly to offer stimulation. Children enjoy imagining they are doctors in a hospital or vets and garden centre staff. Staff's support ensures children understand how to use this area and the varied range of resources available.

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Helping children achieve well and enjoy what they do

Children's physical development is strongly promoted thorough a balanced programme of activities. They respond enthusiastically to different kinds of music and join in familiar songs at group times. They move, clap hands and make shapes using their arms as they sing action rhymes such as '12345 once I caught a fish alive' and 'I'm a little teapot'. Children's fine manipulative skills are enhanced with the use of small resources such as using scissors and threading activities. As well as planned outdoor activities, free play sessions provide opportunities to run freely, balance, climb, throw and kick balls. Children are fully supported to develop their potential and activities are adapted to ensure all can participate and experience success.

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Helping children make a positive contribution

The provision is good. All children are treated with equal concern and staff value their individuality, responding in a positive way to their individual needs. Children's self-esteem and confidence are raised as staff

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Helping children make a positive contribution

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 talk to them in a positive way and use clear explanation. Photographs of children at play are attractively displayed with labels identifying the learning outcome; these are updated regularly to reflect the recent activities undertaken by the children. Through role play situations, small world toys and visits into the local area, children are learning about their own community. Their knowledge and understanding of the wider world is developing well. They engage in topics which promote various worldwide celebrations and have access to resources such as books, puzzles, dolls and dressing up clothes which promote positive images of diversity.

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Helping children make a positive contribution

The setting meets the needs of children with learning difficulties and/or disabilities, and those for whom English is an additional language as they have a good awareness of how to assess their needs and adapt activities to offer suitable levels of challenge. Staff work closely with parents to discuss children's needs and liaise with relevant specialists to ensure their requirements are met within normal routines.

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Helping children make a positive contribution

Children are cared for in a secure environment where the emphasis is on positive behaviour. Staff apply consistent boundaries and offer regular praise to promote good behaviour and develop children's self-esteem. A behaviour management policy is in place and is shared with parents to ensure the care offered is appropriate. Children are very well behaved as they share, take turns and relate well to their peers and the staff caring for them. For example, children ask others for a turn on the bike and say please and thank you. They are encouraged to share at all times and disputes are dealt with sensitively such as setting a time limit when it is time to let someone else have a turn. Their knowledge and understanding of the rules is promoted well through discussion and general day to day interactions with the staff and other children. Children's spiritual, moral, social and cultural development is fostered.

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Helping children make a positive contribution

Children's ongoing care needs are well met. Ongoing sharing of information ensures children settle well and that their needs are met. This information is then used by the staff to help settle the children. Settling in periods are offered to all new children and the staff work closely with the parents to ensure these settling in times are individual to them and their children. Staff exchange information on a daily basis with all parents and carers verbally, and in the baby room, through daily diaries, which ensures consistency of care. This is further promoted through a dedicated parents notice board in the main room with the menu for the week, recent newsletters, weekly activity plans and copies of policies and procedures. A clear complaints procedure is in place, which is effectively shared with parents. Parents value the friendly relationship they have with the staff and feel welcome and supported in the setting.

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Helping children make a positive contribution

The partnership with parents and carers of children in receipt of funding for early education is good. Parents are appropriately informed about what children are expected to learn through a termly newsletter and daily discussions with their children's key worker. They are provided with good written information about the setting and its provision for funded education and how it meets children's learning needs. Key workers work closely with parents to discuss children's progress and agree strategies to assist them to develop further. Each child has their own development file which parents have access to and are actively encouraged to participate in monitoring their child's progress. Children's learning is further promoted because parents and carers are invited to regular parents evenings to discuss their progress and achievements. This promotes the continuity of children's learning and encourages them to continue some

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Helping children make a positive contribution

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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Organisation

The organisation is good. Overall, the provision meets the needs of the range of children for whom it provides. The provision is successful at making sure that the outcomes for children are positive. The childcare practice is sound, well supported by the management and has clear staff procedures. Staff are well deployed and supervise all children well. There is a sound recruitment policy in place which ensures all staff who are employed are vetted for their suitability. Staff attend regular meetings and have a positive attitude towards training. This ensures their knowledge and understanding of childcare practice is kept up to date. Staff have a good awareness of the setting's policies and follow procedures to ensure consistency of care for all children. All relevant documentation is generally well maintained and readily available for inspection.

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Organisation

Leadership and management of early education is good. Staff are extremely enthusiastic and have a high level of commitment towards continuously improving practice and their individual skills base. They have a clear understanding of their roles as key workers and work together well to share information and offer each other support. The setting is proactive in identifying areas for development and regularly seeks and acts on the advice and support from the local authority. For example, staff have changed the way in which they monitor children's progress and are currently updating the continuous learning plans. This demonstrates a willingness to continually improve and has a positive impact on the care, learning and play provided.

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Improvements since the last inspection

At the last inspection, to improve the standards of care, the nursery was required to: consider reviewing the management of story and singing times for the benefit of all children and to ensure the complaints procedure includes full details of the regulator and is made available to parents.

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Improvements since the last inspection

Children benefit from both small and whole group story and singing sessions which are well staffed and organised to ensure their individual needs are well met. The setting has updated the complaints procedure and shares this effectively with parents through discussion at the start of placement and by displaying the policy on the notice board which is accessible to all parents.

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Improvements since the last inspection

At the last inspection the nursery was required to: ensure staff understand the learning objectives in the planning and the use of assessment so that children are challenged in their learning; increase staff's knowledge of how to use activities and routines to help children develop their vocabulary and language skills and create more opportunities for children to recognise letters and familiar words; to enjoy books and story time; to enable them to routinely make marks and write with a variety of materials and solve simple mathematical problems.

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Improvements since the last inspection

All staff have attended appropriate Foundation Stage training to increase their knowledge and understanding of the planning and assessment process and use this knowledge effectively to ensure children are sufficiently challenged and stimulated in their learning. Through this planning, children have regular opportunities to develop their language and mathematical skills. They are provided with activities that stimulate their thinking and promote their vocabulary and language skills such as word and letter games and focused one to one activities, they enjoy a bright and welcoming reading area with comfy chairs and children enjoy choosing their own books to read to themselves or share with a staff member. Children experience a wide range of art and craft materials and enjoy using their imagination to mark make with glitter pens,

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Improvements since the last inspection

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 chalks, paints and write their names in sand. Children are regularly provided with simple mathematical problems such as encouraging them to count how many books they have chosen and asking how many would they have if they added one more, as a result, children's literacy and numeracy skills are developing well.

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Complaints since the last inspection

Since 1 April 2004 there have been no complaints made to Ofsted that required the provider or Ofsted to take any action in order to meet the National Standards.

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Complaints since the last inspection

The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

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The quality and standards of the care

To improve the quality and standards of care further the registered person should take account of the following recommendation(s): • take positive steps to ensure children can play safely outside • ensure there is clear planning of babies activities

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The quality and standards of the nursery education

To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s): • continue to develop assessment records to ensure clear identification is made of children's individual progress and next steps in learning (also applies to care).

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The quality and standards of the nursery education

set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) which is available from Ofsted's website: www.ofsted.gov.uk

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The quality and standards of the nursery education

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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